School etc

Old Church Church of England C Primary School

Old Church Church of England C Primary School
School Street
West Midlands

phone: 0121 5686329

headteacher: Ms Davina Clacy

school holidays: via Walsall council

352 pupils aged 3—10y mixed gender
300 pupils capacity: 117% full

160 boys 45%


190 girls 54%


Last updated: June 18, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 397380, Northing: 296760
GPS coordinates
Latitude: 52.569, Longitude: -2.0401
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
April 1, 2014
Diocese of Lichfield
Region › Const. › Ward
West Midlands › Walsall South › Darlaston South
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Wednesbury

Schools nearby

  1. 0.3 miles Pinfold Street Primary School WS108PU (398 pupils)
  2. 0.3 miles Rough Hay Primary School WS108NQ
  3. 0.3 miles St Joseph's Catholic Primary School, Darlaston WS108HN (239 pupils)
  4. 0.3 miles Darlaston Community Science College WS108QJ
  5. 0.3 miles Grace Academy Darlaston WS108QJ (717 pupils)
  6. 0.3 miles Rough Hay Primary School WS108NQ (344 pupils)
  7. 0.4 miles Rowley View Nursery School WS107RU (80 pupils)
  8. 0.6 miles Kings Hill Primary School WS109JG (310 pupils)
  9. 0.6 miles Moxley Nursery and Infant School WS107RL
  10. 0.6 miles St Thomas More Catholic School, Willenhall WV147BL (1444 pupils)
  11. 0.7 miles Salisbury Primary School WS108BQ (304 pupils)
  12. 0.8 miles Old Park Primary School WS109LX (498 pupils)
  13. 1 mile Holyhead Primary School WS107PZ (210 pupils)
  14. 1 mile Dorothy Purcell Junior School WV148NE
  15. 1 mile Green Acres Junior School WV147AE
  16. 1 mile Shepwell Centre A Short Stay School (PRU-Medical) WV132QJ
  17. 1 mile Moorcroft Wood Primary School WV148NE (231 pupils)
  18. 1.1 mile County Bridge Primary School WS20DH (216 pupils)
  19. 1.1 mile St Giles Church of England Primary School WV132ER (360 pupils)
  20. 1.1 mile Field View Primary School WV147AE (434 pupils)
  21. 1.2 mile Albert Pritchard Infant School WS109QG (246 pupils)
  22. 1.2 mile Wood Green Junior School WS109BW (234 pupils)
  23. 1.2 mile St Mary's Catholic Primary School WS109PN (243 pupils)
  24. 1.2 mile Loxdale Primary School WV140PH (251 pupils)

List of schools in Wednesbury

School report

Old Church C of E Primary


School Street, Darlaston, WS10 8DL

Inspection dates 1–2 April 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because:

Pupils’ progress has improved and it is now
Children enter the Nursery with skills and
Teaching is consistently good. Teachers
Pupils behave well around the school and in
Pupils take on a range of responsibilities
Pupils say that they feel safe in the school.
consistently good.
knowledge well below those expected for
their age. They make good progress because
teachers focus on developing their skills with
a range of fun activities which children enjoy.
ensure lessons are interesting so pupils are
engaged in learning.
lessons. Their positive attitudes to learning
support their good progress.
including ‘happy helpers’ who are trained to
support other pupils who need help.
Attendance has improved and is now broadly
The headteacher’s high expectations, well
Governance has improved. Governors are very
supported by other leaders, managers and
governors, have ensured that teaching and
achievement have improved and are now
supportive of the school and are now able to
question and challenge in more detail to
ensure continuous improvement.
Teaching is good rather than outstanding so
pupils do not always make rapid progress.
Marking in books does not always give pupils
clear information about how to improve their
work which is then followed up by teachers.
Teachers occasionally do not have high enough
expectations for the most able pupils or set
them challenging work that will help them
reach higher levels.

Information about this inspection

  • The inspection team observed 19 lessons or part-lessons including one observation carried out
    jointly with the headteacher.
  • Inspectors spoke with two groups of pupils in meetings and with others around the school and in
  • Pupils’ work in lessons was looked at along with work they have completed over time in their
    books. Inspectors also heard pupils read, attended an assembly and observed pupils’ behaviour
    at playtime and in the lunch hall.
  • Meetings were held with the headteacher, staff, a local authority representative and the Chair of
    the Governing Body with four other governors.
  • Inspectors spoke with parents and carers at the start of the day as they brought their children to
    school and considered the 24 responses to the online survey, Parent View. The completed
    questionnaires from 13 staff were also reviewed.
  • The inspection team looked at the school’ s work, its review of its own performance and plans
    for the future, minutes of meetings of the governing body, documents relating to the
    management of the performance of staff, and behaviour, attendance and safeguarding

Inspection team

Susan Williams, Lead inspector Additional Inspector
Steven Cartlidge Additional Inspector
Aileen King Additional Inspector

Full report

Information about this school

  • The school is larger than the average-sized primary school.
  • The large majority of pupils are White British with others from a range of different backgrounds.
  • The proportion of pupils for whom the school receives the pupil premium funding, which is
    additional government funding for pupils known to be eligible for free school meals and other
    groups, is above average.
  • The proportion of pupils supported through school action is below average, as is the proportion
    supported at school action plus or with a statement of special educational needs.
  • The school meets the government’s floor standards, which set the minimum expectations for
    pupils’ attainment and progress in English and mathematics.
  • A new headteacher took up her post in September 2012 and a new Chair of the Governing Body
    was appointed in November 2011. A new numeracy coordinator commenced in September 2013.

What does the school need to do to improve further?

  • Improve teaching so that it is outstanding overall and pupils make more rapid progress by:
    marking books so that pupils are clear about how to improve their work and teachers then
    following this up
    teachers having higher expectations of the work set for the most able pupils to help them
    reach the higher attainment levels.

Inspection judgements

The achievement of pupils is good
  • Progress has improved and pupils now make consistently good progress throughout the school.
    Evidence from the school’s own data and pupils’ books shows that pupils achieve well.
  • Children enter the Early Years Foundation Stage with skills and knowledge well below those
    typical for their age in all areas of development. Staff plan a range of interesting activities which
    engage children and help them to develop their skills in a fun way. For example, children in
    Nursery enjoyed exploring and finding out for themselves what symmetrical patterns appear in
    nature and used mirrors to investigate the symmetry of butterflies. Although attainment remains
    below average at the end of the Reception Year, children make good progress.
  • Early reading skills are well developed. The results of the Year 1 phonics (letters and their
    sounds) check improved in 2013 and were above average. Pupils say that they enjoy their
    reading and they like different books, especially storybooks. They attempt reading more difficult
    words and are able to correct these if they get them wrong. They understand the meaning of
    what they read.
  • Pupils’ writing skills are also developed well and pupils get opportunities in different subjects,
    such as history, to use their skills to write in different formats. Mathematics skills are also being
    improved and there is an increased focus on pupils developing the basic skills in addition,
    subtraction, multiplication and division more quickly.
  • Progress has accelerated in the last two years and although attainment remained below average
    at Key Stage 2 in reading and mathematics, and average in writing in 2013, these pupils made
    good progress addressing previous underachievement.
  • Pupils who receive support from pupil premium funding receive extra help in lessons and as
    individuals and in small groups. There is a wide range of extra help including literacy, numeracy
    and specialist language support. The school carefully identifies what extra help will make the
    most difference and monitors this to make sure these pupils make more rapid progress. Progress
    is improving for these pupils and gaps are narrowing. In the national tests in 2013 these pupils
    were half a term behind others in reading and mathematics and half a term ahead in writing.
  • Disabled pupils and those who have special educational needs receive extra help in lessons and
    small groups and make good progress. Where specific needs are identified the school provides
    specialist help to help these pupils make good progress and catch up with others. This successful
    work demonstrates the school’s successful drive to ensure equality of opportunity. Pupils from all
    backgrounds achieve well.
  • The most able pupils make good progress although on occasions expectations are not always
    high enough and the work is not hard enough for these pupils to make rapid progress so they
    can reach the highest levels.
The quality of teaching is good
  • Teaching in a wide range of subjects, including literacy and numeracy, is consistently good.
    Pupils are engaged and motivated in lessons because activities are interesting.
  • Lessons are well organised and routines support pupils’ learning. When pupils change between
    activities very little time is wasted. Pupils think carefully about their work and try hard to use
    their knowledge to answer questions and apply this information to work out new things. For
    example, in a Years 3 and 4 French lesson pupils showed great perseverance in tackling a
    problem which the teacher helped pupils to work out by asking them questions using information
    they already knew.
  • Teaching assistants work well with disabled pupils and those who have special educational needs
    to help them with their work and to take a full part in lessons. Sometimes pupils have easier
    work which helps them to progress in their learning and the teaching assistants skilfully help
    pupils to think about their learning by asking questions.
  • Pupils have opportunities to think about how well they have done in their work and to indicate
    their understanding. However, although books are marked, teachers do not regularly give pupils
    next steps in their learning to help them improve their work and follow these up later to ensure
    that pupils consolidate this aspect of their learning.
  • More-able pupils are given work which engages them in learning although on occasions the
    highest levels of challenge are not always there as work is a little easy and does not support
    pupils to make more rapid progress and reach the highest levels.
  • Teaching in the Early Years Foundation Stage is good. Children are encouraged to develop skills
    in all areas of development. For example, reception children learnt about a line of symmetry
    and the patterns they can create with colour, which they enjoyed.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. Pupils behave well around the school, in the playground and in
    the lunch hall. They are helpful to each other and welcoming to visitors. They are consistently
    polite and courteous. The school is effective in promoting positive relationships and ensuring
    discrimination is not tolerated.
  • Pupils take on a range of responsibilities to prepare them for their future lives and to help others
    in the school. They take part in the school council, a group of pupils who have been specially
    trained to help and support other pupils wear ‘green jackets’ so that they are easily identified
    and another group of pupils look after the school’s guinea pigs and rabbits.
  • Pupils think that behaviour is good. They like the rewards that they receive for behaving well
    and trying hard, including stickers, house points, and the headteacher’s tea and prize box. One
    pupil was very pleased to speak about how proud she was to be rewarded for having good
    manners as she dined on the golden table at lunchtime with her friend.
  • The school’s work to keep pupils safe and secure is good. Pupils say that they feel safe in the
    school. They know about different types of bullying and that name calling of any kind should not
    happen because it is hurtful. They say that bullying of any kind is rare and school records
    confirm that their view is accurate.
  • The school works well with different agencies and the police to make sure pupils know how to
    keep themselves safe such as when on the internet. The very large majority of parents and
    carers responding to the online survey said their child feels safe in school and that behaviour is
    good. All staff who completed questionnaires said that behaviour was well managed.
  • The school has focused on improving attendance and has worked hard with families to improve
    attendance. This has been successful, as attendance has improved and is now broadly average.
The leadership and management are good
  • The headteacher, ably supported by her deputy headteacher and senior team, has high
    expectations and has ensured that teaching and achievement have improved so that they are
    now good. All staff who completed questionnaires are confident in the leadership of the
  • Subject leaders have been supported to develop in their roles and now take an active part in
    leading improvements in their areas and check that these make a difference.
  • Self-evaluation is rigorous and accurate. The headteacher and senior staff know the school well
    and what needs to improve further. Plans for improvement focus on appropriate priorities with
    clear steps for improvement that are monitored regularly.
  • The management of the performance of staff is thorough. Staff receive feedback on how to
    improve their teaching which is effective. Underperformance has been challenged to ensure
    teaching improves and pupils make better progress. All staff were positive about the professional
    development they receive.
  • The school now spends more time on literacy and numeracy so these are developed more fully
    than at the time of the previous inspection. Literacy is developed in other subjects where pupils
    can apply the writing skills they have learnt. Other subjects are taught through a topic approach
    and the school is planning to develop skills through subjects more fully with the new curriculum
    from September. Music is a particular strength of the school. A wide range of musical
    instruments is taught and there is a highly successful school choir.
  • Pupils’ spiritual, moral, social and cultural development is well promoted. Spirituality is promoted
    in assemblies and pupils think about right and wrong. Pupils are encouraged to discuss moral
    and ethical issues and be involved in debates. They are encouraged to work well with others.
    Diversity and the element of being unique are valued in the school.
  • The school has used its funding to employ a sports coach to deliver high-quality physical
    education lessons to all year groups and to work with staff to develop their skills. New after-
    school clubs have been introduced. Pupils have the opportunity to swim and have lessons with a
    specialist swimming coach. Dance and cheerleading sessions have been introduced to encourage
    more pupils to take part in physical activity and develop more healthy lifestyles. Pupils’ high
    achievement in sport can be seen with the success of the tag-rugby team who have not lost a
    match this season and won the local tournament.
  • The local authority has provided effective support to monitor improvements in the school and
    provide training for teachers and worked with senior leaders to improve quality assurance.
  • The governance of the school:
    Governance has improved since the previous inspection. Governors arranged for an external
    review of themselves and have acted on the outcomes. They understand the published data
    on the school and know how well the school compares to others nationally. They know how
    good the quality of teaching is and how this has improved. They receive updates on the
    management of the performance of staff and are aware that only staff who teach well are
    rewarded. They know what support has been provided to improve teaching and to address
    underperformance in the past. They receive updates on data and question senior leaders
    about the difference being made, including for pupils supported by pupil premium funding.
    They attend regular training and ensure statutory duties are met including for safeguarding.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 104224
Local authority Walsall
Inspection number 431156

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Maintained
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 355
Appropriate authority The governing body
Chair John Bonhomme
Headteacher Davina Clacy
Date of previous school inspection 25–26 April 2012
Telephone number 0121 568 6329
Fax number 0121 526 5973
Email address reveal email: dcl…


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